高中語(yǔ)文必修二教案

高二上人教版Unit3Artandarchitecture。

Unit3Artandarchitecture

Ｉ．單元教學(xué)目標(biāo)

技能目標(biāo)Goals

▲Talkaboutartandarchitecture

▲Learntoexpresspreferences

▲LearnaboutthePastparticiple(2):usedasObjectComplement

▲Writeaboutadvantagesanddisadvantages

ＩＩ．目標(biāo)語(yǔ)言

功

能

句

式

Learntoexpresspreferences

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

詞匯

1.四會(huì)詞匯

architecture,architect,preference,design,furniture,taste,sofa,honey,modern,convenient,block,apartment,style,stand,passage,ugly,construct,construction,steel,concrete,impress,roof,balcony,fantastic,create,seashell,sail,stadium,net,nest,belong,paint,aside,rent,rent,development

2.認(rèn)讀詞匯

Danny,heater,unnatural,unfriendly,cathedral,AntonioGaudi,Barcelona,despite,FrankLloydWright,theOperaHouse,structure,workshop,tea-house

3.詞組

actas,fillupwith,belongto,setaside

4．重點(diǎn)詞匯

preference,design,furniture,impress,create

語(yǔ)法

ThePastParticipleusedasObjectComplement

重

點(diǎn)

句

子

1．preferdoingtodoing

2.動(dòng)詞+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ)結(jié)構(gòu)

Keep/leave/get/have/make/watch/notice/see/hear/listento/feel/find/want/wish/like+object+objectcomplement

Ⅲ.教材分析與教材重組

1.教材分析

本單元以Architecture為話題，旨在通過(guò)單元教學(xué)讓學(xué)生了解建筑學(xué)，通過(guò)古今中外建筑的比較，培養(yǎng)審美能力。

1.1WARMINGUP通過(guò)現(xiàn)代建筑與古老建筑的比較，要求學(xué)生說(shuō)出自己的喜好，并要求學(xué)生能正確運(yùn)用美學(xué)與建筑學(xué)詞匯和句型。鼓勵(lì)學(xué)生設(shè)計(jì)自己理想的住房，培養(yǎng)學(xué)生的創(chuàng)新能力。談?wù)撌澜缰慕ㄖ?，討論其作品以及其建筑風(fēng)格。談?wù)撌澜缰囆g(shù)大師和藝術(shù)作品，豐富學(xué)生的視野，激發(fā)他們積極主動(dòng)學(xué)習(xí)英語(yǔ)的興趣。

1.2LISTENING是關(guān)于Amy和Danny要為他們的新家購(gòu)置家具，他們?cè)谏痰昱c銷售人員談?wù)撍麄儛酆玫膶?duì)話錄音。通過(guò)聽對(duì)話錄音，要求學(xué)生掌握一些有關(guān)家居的詞匯，以及表達(dá)愛好的句型，為SPEAKING部分學(xué)生口語(yǔ)的輸出打下基礎(chǔ)。

1.3SPEAKING是一個(gè)任務(wù)型教學(xué)活動(dòng)。通過(guò)幾件物品討論現(xiàn)代和傳統(tǒng)藝術(shù)，討論時(shí)要用到表達(dá)愛好的句型。這一部分設(shè)計(jì)是在“聽力”部分信息輸入的基礎(chǔ)上，訓(xùn)練學(xué)生口語(yǔ)輸出的能力。

1.4PRE-READING是READING的熱身活動(dòng)。要求采用小組合作討論式學(xué)習(xí)的方式完成。

1.5READING是關(guān)于現(xiàn)代建筑的說(shuō)明文。從文中我們可以了解到古今中外一些著名建筑和一些建筑大師的建筑風(fēng)格。文中指出只有那些接近自然，能與大自然融為一體的建筑才能給人以美感。

1.6POST-READING第一個(gè)題是訓(xùn)練代詞，要求學(xué)生在閱讀中能正確判斷代詞所指代的內(nèi)容；第二題在理解課文的基礎(chǔ)上，重點(diǎn)訓(xùn)練學(xué)生分辨事實(shí)的能力；第三題是訓(xùn)練學(xué)生的思維能力。第四題通過(guò)現(xiàn)代建筑與古代建筑的比較，培養(yǎng)學(xué)生的審美能力。第五題要求學(xué)生能夠把課本知識(shí)與社會(huì)生活知識(shí)聯(lián)系起來(lái)。

1.7LANGUAGESTUDY分詞匯和語(yǔ)法兩部分。其中，Wordstudy是一個(gè)英語(yǔ)釋義練習(xí)，進(jìn)一步豐富和鞏固學(xué)生的建筑詞匯。Grammar在引導(dǎo)學(xué)生體驗(yàn)、探究、歸納過(guò)去分詞賓語(yǔ)補(bǔ)足語(yǔ)的基礎(chǔ)上，進(jìn)行任務(wù)型鞏固訓(xùn)練。

Part1是根據(jù)語(yǔ)境完成句子，這部分給出了過(guò)去分詞，比較簡(jiǎn)單，目的是訓(xùn)練學(xué)生正確運(yùn)用過(guò)去分詞做賓語(yǔ)補(bǔ)足語(yǔ)。Part2則是用動(dòng)詞的正確形式填空，旨在訓(xùn)練學(xué)生正確運(yùn)用過(guò)去分詞做賓語(yǔ)補(bǔ)足語(yǔ)。Part3要求學(xué)生正確運(yùn)用過(guò)去分詞做賓語(yǔ)補(bǔ)足語(yǔ)句型布置自己的房間。本單元的語(yǔ)法訓(xùn)練設(shè)計(jì)由易到難，三個(gè)層次設(shè)計(jì)得非?？茖W(xué)，完全符合學(xué)生的認(rèn)知規(guī)律。

1.8INTEGRATINGSKILLS中的ReadingandWriting是一個(gè)整體訓(xùn)練材料，而閱讀部分（reading）又是主課文的延伸，要求學(xué)生了解一些廢棄古建筑的再利用。寫作部分(writing)要求同學(xué)們?cè)趯W(xué)習(xí)課文后，開動(dòng)腦筋，思考怎樣賦予廢棄建筑第二次生命。此活動(dòng)不僅有助于提高學(xué)生的英語(yǔ)寫作能力，而且能夠開闊學(xué)生的思維，增強(qiáng)他們的環(huán)保意識(shí)。

2.教材重組

2.1從話題內(nèi)容和訓(xùn)練目的上分析，LISTENING與SPEAKING相一致；將LISTENING,SPEAKING整合在一起，設(shè)計(jì)成一節(jié)“聽說(shuō)課”。

2.2把WARMINGUP作為READING的導(dǎo)入內(nèi)容。將PRE-READING，READING和POST-READING整合在一起上一節(jié)“閱讀課”。

2.3將GRAMMAR與WORKBOOK中的語(yǔ)法練習(xí)題整合在一起上一節(jié)“語(yǔ)法課”。

2.4將INTEGRATINGSKILLS設(shè)計(jì)為一節(jié)“綜合實(shí)踐課”。

3.課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，本單元可以用5課時(shí)教完）

1stperiodListeningSpeaking

2ndperiodReading

3rdperiodGrammar

4thperiodIntegratingSkills(I)

5thperiodIntegratingSkills(II)

IV.分課時(shí)教案

TheFirstPeriodListeningSpeaking

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語(yǔ)言

a.重點(diǎn)詞匯和短語(yǔ)

preference,furniture,sale,sofa,honey,block,apartment,style,stand,

inahurry

b.交際用語(yǔ)Learnthefollowingbyheart.

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

2.Abilitygoals能力目標(biāo)

Enablestudentstoexpresstheirpreferences.

3.Learningabilitygoals學(xué)能目標(biāo)

Throughlisteningandspeakingactivities,studentswilllearnhowtoexpress

theirpreferences.

Teachingimportantpoints教學(xué)重點(diǎn)

Learningthepatternsusedtoexpressone’spreferences.

Teachingdifficultpoints教學(xué)難點(diǎn)

Makingupanotherdialogueandactitoutinclass.

Teachingmethods教學(xué)方法

1.Listentothetape(individuals).

2.Pairworkstopracticethedialogueandmakeupanotherdialogue(cooperativelearning).

Teachingaids教具準(zhǔn)備

1.Arecorder

2.Aprojector

3.Acomputer

Teachingproceduresways教學(xué)過(guò)程與方式

StepIBrainstorm

Gooverthevocabularyoffurniture，andthiswillhelpstudentstodothelisteningcomprehensionexercises.

T:Goodmorning/afternoon,class!

Ss:Goodmorning/afternoon,Mr.…/Ms…!

T:First,I’dlikeyoutoplayagame.Iwilldivideyouintoseveralgroups.Each

groupwilltrytothinkasmanywordsaboutfurnitureasyoucanwithintwo

minutes.

Thegroupthatgetsthemostwordswillwin.

Twominuteslatershowthewordsaboutfurnitureontheprojector.

StepIILeadingin

T:Ifyouhaveanewhome,whatfurniturewouldyouliketobuy?

S1:Adoublebed,asofa,aTVset,atablemadeofglassandafridge.

S2:Ilikeclassicalfurniture.

T:OK!AmyandDannywanttobuysomefurniturefortheirnewhome.Theyaretalkingabouttheirtastesandpreferenceswiththesalesassistant.Let’slistentothetape.Wewilllistentothetapeforthreetimes.Forthefirsttime,doExercise1,thesecondtime,Exercise2andthethirdtime,Exercise3.

StepIIIListening

Playthetapeforstudents.Whilelistening,thestudentsshouldgraspthekey

wordsandpaymoreattentiontothosesentencesusedtotalkaboutone’stastes

andpreferences.

Afterlisteningtothetape,dotheexercises,andchecktheanswerswiththewhole

class.Thensumuptheusefulexpressionsusedwhentalkingaboutone’stastes

andpreferences.

Theteachershowstheusefulexpresionsusedtotalkaboutone’stastesand

preferencesonthePowerPoint.

sionsusedtotalkaboutone’stastesand

preferencesonthePowerPoint.

StepIVSpeaking

TheteachershowspicturesoffouritemsonthePowerPoint.Studentsare

requestedtodescribetheirpreferences.

T:Nowlet’spracticetheseusefulexpressions.Therearefouritems.Talkabout【Gx86.CoM 筆稿范文網(wǎng)】

yourpreferenceswithyourpartner,usingtheusefulexpressions.Don’tforgettotell

uswhyyoupreferonethingtoanother.FirstStudentAplease,andIwillgiveyoua

sample.

Theteacherandonestudentwillgiveasample.

Theotherstudentslistencarefullywhiletheteacherandthestudentperformingthedialogue.

Afterseeingthesample,studentswilldopairworks.

T:OK,everyone!Nowyouaregoingtoworkinpairstotalkaboutyourown

preferences.PleaseremembertousetheusefulexpressionsonthePowerPoint.

Theusefulexpressions:

I’drather...

I’mmuchmoreinterested...

Inmyopinion,...

Ireallyprefer...

Iwouldn’tfeelhappyif....

Iamnotveryinterestedin...

Idon’tgetveryexcitedabout...

Ifyouaskme,then...

Iprefersomethingthat...

Ilikeseeingsomething...

WhatIlikeis...

Ican’tstand...

StepVPractice

Twominuteslater,somepairswillbeaskedtoactouttheirdialogues.

StepVIRoleplay

Dividethestudentsintoseveralgroups.Fivestudentswillmakeupagroup.Each

studentwillplayoneoftherolesonPage96.Practiseexpressingopinions.

Studentsaregiven5minutestoprepareandthensomegroupswillbeaskedto

performinfrontoftheclass.

StepVIIHomework

1.FinishthelisteningexercisesonPage95.

2.Trytofindoutthehistoryofartandarchitecture,namesofartistsandarchitects,famousbuildingsandworksofartintheworldontheInternetorfromthelibrary.

相關(guān)閱讀

高二上人教版Unit2Newsmedia

Unit2Newsmedia

Ｉ．單元教學(xué)目標(biāo)

技能目標(biāo)Goals

▲Talkaboutnewsandthemedia

▲Practiseexpressingopinions

▲LearnaboutthePastParticiple(1)：usedasAttributeandPredicative

▲Writeacomparisonparagraph

ＩＩ．目標(biāo)語(yǔ)言

功

能

句

式

Practiseexpressingopinions

Whatdoyouthinkof...?

What’syouropinion?

Whydoyouchoose...?

Perhaps...ismoreimportant.

Iwouldratherchoose...

Idon’tthinkweshouldchoose...

Maybeitwouldbebettertochoose...

Ourreaderswanttoknowabout...

詞匯

1.四會(huì)詞匯

media,reliable,fire,face,difficulty,editor,reason,elect,injure,headline,inform,informed,relate,talented,switch,present,reflect,effort,spiritual,AIDS,seldom,addict,social,ignore,attention,view,tolerate,affair,concern,telegram,retire,complete,bore,attitude,disappoint,guard,citizen,polluter,arm,update

2.認(rèn)讀詞匯

nosy,Gray,rumour,interviewee,interviewer,truthfully,passion,fulfilment,critical,source,current,neutral,locate,overseas,DavidBeckham,TigerWoods,troublemaker,responsible,caring,demonstrate,comparison,checklist

3.詞組

goup,burndown,foronce,beaddictedto,evenif,

drawattentionto,onallsides,changeone’smind,currentaffairs,lookupto,fallinlovewith

4．重點(diǎn)詞匯

reliable,fire,face,difficulty,elect,injure,informed,relate,switch,present,reflect,effort,seldom，addict,affair,bore,disappoint,

update

語(yǔ)法

過(guò)去分詞作定語(yǔ)和表語(yǔ)

重

點(diǎn)

句

子

1．Theeditor’sjobistokeepthenewspaperbalancedandinterestingtothereaders.

2.Therudeandnoisygroupmadeitdifficultfortheworkertogetintothefactory.

Ⅲ.教材分析與教材重組

1.教材分析

本單元以Media為話題，旨在通過(guò)單元教學(xué)使學(xué)生認(rèn)識(shí)了解新聞媒體以及新聞故事的產(chǎn)生過(guò)程。學(xué)會(huì)表達(dá)自己的觀點(diǎn)。了解什么是正面報(bào)導(dǎo)，什么是負(fù)面報(bào)導(dǎo)。學(xué)會(huì)比較事情的異同，并知道通過(guò)比較，可以讓讀者更容易明白你的寫作意圖。

1．1WARMINGUP旨在引導(dǎo)學(xué)生結(jié)合自己的體驗(yàn)和認(rèn)識(shí)，了解哪種媒體更可*并掌握有關(guān)媒體的詞匯。

1．2LISTENING是一個(gè)采訪錄音和一段對(duì)話。通過(guò)聽這些材料幫助學(xué)生認(rèn)識(shí)到描述事情的方式不同，所產(chǎn)生的效果也不同。

1.3SPEAKING是一個(gè)任務(wù)型教學(xué)活動(dòng)。要求同學(xué)們從發(fā)生的10件事情中選擇5件登在報(bào)紙上，并且說(shuō)明選擇該事件的理由。此練習(xí)旨在鍛煉學(xué)生表達(dá)觀點(diǎn)的能力，同時(shí)也為READING做好鋪墊。

1.4PRE-READING是READING的熱身活動(dòng)。旨在激發(fā)學(xué)生的興趣，讓學(xué)生了解傳媒的有關(guān)知識(shí)。

1.5READING是關(guān)于新聞背后的故事。文中通過(guò)對(duì)兩名記者的采訪，介紹了新聞故事的產(chǎn)生過(guò)程。

1.6POST-READING第一個(gè)題是PRE-READING的延續(xù)；第二題是在理解課文的基礎(chǔ)上，結(jié)合本單元所學(xué)知識(shí)，設(shè)計(jì)的開放性問(wèn)題；第三題是訓(xùn)練學(xué)生正確看待媒體的能力，培養(yǎng)學(xué)生的是非判斷能力；第四題是訓(xùn)練學(xué)生的開放性思維，要求學(xué)生能夠把課本知識(shí)與社會(huì)生活知識(shí)聯(lián)系起來(lái)，就社會(huì)熱點(diǎn)問(wèn)題-公眾人物的影響力這一話題用英語(yǔ)表達(dá)自己的觀點(diǎn)，是SPEAKING部分的功能與本單元話題結(jié)合的很好例證。

1.7LANGUAGESTUDY分詞匯和語(yǔ)法兩部分。其中，Wordstudy第一題是用動(dòng)詞的正確形式填空，第二題判斷形容詞是具有積極意義，消極意義還是中性意義。詞匯練習(xí)是為學(xué)生學(xué)習(xí)描述人和物打基礎(chǔ)的。Grammar在引導(dǎo)學(xué)生體驗(yàn)、探究、歸納過(guò)去分詞做定語(yǔ)和表語(yǔ)功能的基礎(chǔ)上，進(jìn)行任務(wù)型鞏固訓(xùn)練。Part1是判斷13頁(yè)的8個(gè)句子中的過(guò)去分詞是做定語(yǔ)還是做表語(yǔ)；Part2則是把過(guò)去分詞作定語(yǔ)改寫成定語(yǔ)從句；Part3是把定語(yǔ)從句改寫為過(guò)去分詞，Part4是根據(jù)句意改寫成過(guò)去分詞作定語(yǔ)結(jié)構(gòu)；Part5是用動(dòng)詞的正確形式填空，主要練習(xí)過(guò)去分詞作表語(yǔ)。

1.8INTEGRATINGSKILLS中的Speaking,Writing,andReporting是本單元內(nèi)容的綜合。涉及到LISTENING,SPEAKING和READING教學(xué)活動(dòng)。文中舉例同一事件，記者的立場(chǎng)不同，看問(wèn)題的角度不同，所作的報(bào)導(dǎo)不同，所產(chǎn)生的效果自然也不相同。就這一案例，通過(guò)討論和辯論活動(dòng)，引導(dǎo)學(xué)生在描述人或物時(shí)，要有正確的態(tài)度，明確立場(chǎng)。寫作部分(Writing)要求同學(xué)們練習(xí)描述不同媒體的異同。

2.教材重組

2.1把WARMINGUP和LISTENING放在一起，為學(xué)習(xí)主課文作好鋪墊。

2.2SPEAKING單獨(dú)上一節(jié)課，培養(yǎng)學(xué)生的表達(dá)能力，學(xué)會(huì)正確的表述自己的觀點(diǎn)。

2.3將PRE-READING，READING和POST-READING整合在一起上一節(jié)“閱讀課”。

2.4將INTEGRATINGSKILLS設(shè)計(jì)為一節(jié)“綜合實(shí)踐課”。

2.5將GRAMMAR與WORKBOOK中的語(yǔ)法練習(xí)題整合在一起上一節(jié)“語(yǔ)法課”。

3.課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，本單元可以用5課時(shí)教完）

1stperiodWarmingupListening

2ndperiodSpeaking

3rdperiodReading

4thperiodIntegratingSkills

5thperiodGrammar

Ⅳ.分課時(shí)教案

TheFirstPeriodListening

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語(yǔ)言

重點(diǎn)詞匯和短語(yǔ)media,reliable,fire,face,difficulty

2.Abilitygoal能力目標(biāo)

Listentoadialogueandfromthedialoguethestudentsshouldhaveanopinionthatpeoplewillhavedifferentreportsaboutthesameevent.

3.Learningabilitygoal學(xué)能目標(biāo)

Listentoadialogueandbeabletoexpressone’sopinioninapositiveornegativeway.

Teachingimportantpoints教學(xué)重點(diǎn)

Talkaboutnewsandmedia

Teachingdifficultpoints教學(xué)難點(diǎn)

Howtoimprovestudents’listeningabilityandteachthem

toexpressopinions.

Teachingmethods教學(xué)方法

1.Listeningtothetape(individuals).

2.Discussionafterlisteningtothematerials.

Teachingaids教具準(zhǔn)備

1.Arecorder

2.Aprojector

3.Acomputer

Teachingproceduresways教學(xué)過(guò)程與方式

StepILeadingin

T:Goodmorning,boysandgirls!Look,whatisinmyhand?

Ss:Anewspaper.

T:Whatcanwegetfromanewspaper?

Ss:Wecanlearnwhathashappenedorishappeninghomeandabroad.

T:Good.Doyoureadnewspaperseveryday?

S1:No,Isurfontheinternet.Inmyopinion,themostpopularandconvenientwayistosurfontheinternet.

S2:Iwouldliketolistentoradio.

S3:IwatchTVeveryday.

S4:Iprefertoreadmagazines.Therearephotosinmagazines.Theyarepleasingtotheeyes.Andphotoshelpustounderstandthearticles.

T:Quitegood.I’mverygladyouknowmanykindsofnewsmedia.Nowlet’stalkmoreaboutthesenewsmedia.

StepⅡWarmingup

Firsttheteacherwillshowstudentsdifferentnewsmedia.Thentalkaboutthemandcomparethesenewsmedia.

T:Boysandgirls,pleaselookatthequestionsonthePowerPoint.I’dlikeyoutodiscussthemwithyourpartnerfor3minutes.ThenIwillaskyoutospeakoutyour

opinions.

Afterstudentsexpresstheiropinions,showthepossibleanswersonthePowerPoint.

Possibleanswers:

1.IthinkTVisthemostreliablenewsmedia.Becausewecanseewhoisresponsibleforthenews.

2.Websiteskeeponupdatingthenews.Soonwebsitesyoucanalwayslearnthelatestnews,sometimesevenwithaudioandvideo.

FromTVyoucanseeboththebroadcasterandvideos.Fromradioyoucanonlyhearthevoicewithoutseeingthescenes.Youcanreadnewspapereverywhere.Itiseasytogetmagazinesandwecantakelongertimetoreadthem.

3.ItrustTV,leadingpapersandimportantradiostations.

4.No.

5.magazine,newspaper,radio,TV,website,broadcast,editor,edit,editorials,facts,headline,interview,journalist,opinions,reliable,reporter,trueandsoon.

StepⅢPre-listening

AskstudentstolookatthetwopicturesonPage10.Talkaboutthetwopicturesfirst.Askstudentstousetheirimaginationanddescribethescenes.Trytothinkofasmanywordsaspossibletodescribepeople.

StepⅣListening

Playthetapeforthestudents.Afterlisteningforthefirsttime,thestudentsshouldticktheinformationtheycanhearineachpart.Thenplaythetapeagain.ThistimestudentswillanswerthesecondquestiononPage10.Aftercheckingtheanswers,dotherestoftheexercises.

StepⅤDescribingpeople

Showthefollowingpassagestothestudents.Askthemtoreadthepassagesandspeakoutwhatimpressionthepeoplegivethem.Aretheydescribedinapositivewayoranegativeway?

T:Ok.Boysandgirls.Lookatthetwoshortpassages.Trytojudgewhethertheyaredescribedinapositivewayornot.

JohnTrussell

Mylittlebrother.(Idon’tcarethathe’sfouryearsolderthanme.)Ineverhadabrotherbefore,buthe’sthebestoneIthinkImayeverhavewhobringsmethepleasureofadopting(收養(yǎng)).Inspiteofallthepainthatheoccasionallygoesthrough,Ihaveseenhimbearitwithpatienceandcalm,anddohisbesttomakecertainthatnooneelsewashurtbeforecopingwithhisownpain.ItismyonlyhopethatIwillneverlosethislittlebrother.

ChuckTetzlaff

Heisveryfunny,overworked,andisthethirdmanI’veevermetwhocanconsistentlymakemeunabletostoplaughing.Atthesamepoint,Iwillgettoseehimmoreoften,butthatwillprobablybeafterhefinishesworkingforhisChemistryProfessor.

Ss:Theyaredescribedinapositiveway.

T:Readthefollowingpassage.Trytojudgetheman’sattitudetowardslife.

IwasonmywaydownanelevatorattheHiltoninArlington,Texas,readytobeginaseminaronhowtodevelopmorepositiveteamrelationships.Isharedthatridewithamanwhosefaceborethefrownlinesthatevidencedaless-than-positiveattitude.

Hecommented,“I’mnotsosureaboutthiselevator.”

“Oh?Whynot?”Iasked.

“Itwasslowgettingtous,anditsoundsfunny.”

“I’msurewe’llmakeit,”Iencouragedhim.

“Idon’tknow.Younevercantellaboutthesethings.”

Whenwearrivedatthefirstfloor,Isaid,“Well,wemadeit!”

Unimpressed,heanswered,“Yeah,butthedoor’snotopenyet.”

Ss:Theman’sattitudeisnegative.

T:Yes,youarequiteright.Beingpositivemakeslifeenjoyable.

Readthefollowing.Itwillhelpyoutobecomepositive.

Changingnegativethoughts

Situation

Negative

thoughts

Otherexplanations

Gettingcritical

feedbackfor

anessay

Iamstupid.

Ididn’thavemuchtimetodothisessaytheworkloadhasbeenveryheavyrecently.Ichosetodootherthingsaswell.Theworkissupposedtobechallenging.Constructivecriticismhelpsmetoimprove.I’vedonewellinthepast,whichshowsIcandowell.

Myfrienddoes

notwanttosee

metonight.

Theydon’t

careabout

meanymore.

Theysaidtheyhadtoworktonight-thisismostlikelytrue.Wesaweachotherattheweekendandhadagoodtime.Theysaidsomenicethingstomelatelyandseemedtocarethelasttimewemet.

T:Afterwelearnsomuchaboutnegativeandpositivedescription.I’msureyoucandescribepeopleinbothways.Today’shomeworkistodescribesomeonethatyou

arefamiliarwithinanegativewayandtheninapositiveway.

StepⅥHomework

1.FinishthelisteningexercisesonPage88.

2.Trytodescribesomeonethatyouarefamiliarwithinanegativewayfirstandtheninapositiveway

高二上人教版Unit1Makingadifference

Ｉ．單元教學(xué)目標(biāo)

技能目標(biāo)Goals

Talkaboutscienceandscientists

Practisedescribingpeopleanddebating

Learnmoreabouttheinfinitive

Writeadescriptiveparagraph

ＩＩ．目標(biāo)語(yǔ)言

功

能

句

式

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

詞匯

1.四會(huì)詞匯

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate,scan,boundary,

graduate,research,wheelchair,disable,theory,

seek,misunderstand,scientific,observe,match,

predict,unhappiness,crime,astronomer,microscope,telescope,heaven,intelligent,patient,experiment

2.認(rèn)讀詞匯

AlbertEinstein,genius,inspiration,perspiration,

AlfredNorthWhitehead,quote,radioactivity,biologist,

StephenHawing,PhD,promising,incurable,engage,JaneWilde,exploration,RogerPenrose,observation,Newton,DNA,

GalileoGalilei,FrancisBacon,geographer,Copernicus

3.詞組

workon,goby,be/getengagedtosb,goonwith,dreamof,

turnout,useup,besatisfiedwith,takealookat,whatif,

theotherwayaround

4．重點(diǎn)詞匯

undertake,debate,disable,seek,misunderstand,observe,

match,predict,patient

語(yǔ)法

不定式的用法

TheinfinitiveusedasSubject,Attribute,ObjectandAdverbial

重

點(diǎn)

句

子

1．Nordidheletthediseasestophimfromlivingthekindoflifehehad

alwaysdreamedof.

2.Itisnotnecessarytobeagreatscientisttomakeadifferenceinthe

world.

Ⅲ.教材分析與教材重組

1.教材分析

通過(guò)學(xué)習(xí)著名科學(xué)家的故事，激發(fā)學(xué)生學(xué)科學(xué)，愛科學(xué)，不畏艱難，勇于克服困難，勇攀高峰的科學(xué)精神。通過(guò)對(duì)科學(xué)家的描述，幫助學(xué)生學(xué)會(huì)描述人。引導(dǎo)學(xué)生對(duì)科學(xué)的好奇心，培養(yǎng)他們辯論的能力。

1.1WARMINGUP通過(guò)名人名言引導(dǎo)學(xué)生學(xué)會(huì)描述人。

1.2LISTENING是描述科學(xué)家的材料。

1.3SPEAKING是一個(gè)任務(wù)型教學(xué)活動(dòng)。提供了5門學(xué)科，讓學(xué)生辯論哪一科最重要和對(duì)社會(huì)最有用。

1.4PRE-READING要求學(xué)生快速瀏覽文章并獨(dú)立完成三個(gè)問(wèn)題，為READING的熱身。

1.5READING是關(guān)于著名科學(xué)家斯蒂芬·霍金的故事。通過(guò)學(xué)習(xí)他的故事，培養(yǎng)學(xué)生不畏艱難，敢于克服困難，勇攀高峰的大無(wú)畏的科學(xué)精神。

1.6POST-READING第一個(gè)題是三個(gè)選擇題，目的是訓(xùn)練學(xué)生的事實(shí)核對(duì)能力；第二題是三個(gè)問(wèn)答題，除了訓(xùn)練學(xué)生的概括能力外，更能開闊學(xué)生的思路，豐富學(xué)生的視野；第三題是訓(xùn)練學(xué)生開放性思維，要求學(xué)生能夠把課本知識(shí)與社會(huì)生活知識(shí)聯(lián)系起來(lái)，多角度的去思考問(wèn)題。

1.7LANGUAGESTUDY分詞匯和語(yǔ)法兩部分。其中，Wordstudy是一個(gè)英語(yǔ)釋義練習(xí)，旨在培養(yǎng)學(xué)生的英語(yǔ)思維能力，有助于養(yǎng)成英語(yǔ)思維的習(xí)慣。Grammar在引導(dǎo)學(xué)生體驗(yàn)、探究、歸納不定式結(jié)構(gòu)功能的基礎(chǔ)上，進(jìn)行任務(wù)型鞏固訓(xùn)練。Part1是歸納不定式結(jié)構(gòu)功能分類練習(xí)；Part2則是有一定難度的不定式被動(dòng)語(yǔ)態(tài)練習(xí)；Part3把不定式放在一定語(yǔ)境中的綜合練習(xí)，以著名科學(xué)家斯蒂芬·霍金的夢(mèng)想實(shí)現(xiàn)過(guò)程為范例，談?wù)撊绾螌?shí)現(xiàn)自己的夢(mèng)想。本單元的語(yǔ)法訓(xùn)練設(shè)計(jì)是以功能為特征的功能語(yǔ)法訓(xùn)練，充分體現(xiàn)了新教材的話題、功能、結(jié)構(gòu)、任務(wù)相結(jié)合的特點(diǎn)。

1.8INTEGRATINGSKILLS中的Reading介紹了一些著名科學(xué)家成功的原因，讓學(xué)生了解科學(xué)家成功的要素。WRITING部分要求學(xué)生通過(guò)圖書館、互聯(lián)網(wǎng)等途徑了解自己喜歡的科學(xué)家。然后根據(jù)提示作一介紹。

1.9TIPS介紹了學(xué)英語(yǔ)的科學(xué)方法。鼓勵(lì)學(xué)生科學(xué)的對(duì)待學(xué)習(xí)。

2.教材重組

2.1把WARMINGUP作為L(zhǎng)ISTENING的熱身練習(xí)，將WARMINGUP，LISTENING與SPEAKING整合在一起，通過(guò)談?wù)摽茖W(xué)和科學(xué)家，練習(xí)描述人和進(jìn)行辯論，上一節(jié)“聽說(shuō)課”。

2.2把PRE-READING,READING和POST-READING放在一起上一節(jié)閱讀課。

2.3將GRAMMAR與WORKBOOK中的語(yǔ)法練習(xí)題整合在一起上一節(jié)“語(yǔ)法課”。

2.4將INTEGRATINGSKILLS設(shè)計(jì)為一節(jié)“綜合實(shí)踐課（一）”。

2.5將WORKBOOK的INTEGRATINGSKILLS設(shè)計(jì)為一節(jié)“綜合實(shí)踐課（二）”。

3.課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，本單元可以用5課時(shí)教完）

1stPeriodListeningSpeaking

2ndPeriodReading

3rdPeriodGrammar

4thPeriodIntegratingSkills(1)

5thPeriodIntegratingSkills(2)

Ⅳ.分課時(shí)教案

TheFirstPeriodListeningSpeaking

Teachinggoals教學(xué)目標(biāo)

1.TargetLanguage目標(biāo)語(yǔ)言

a.重點(diǎn)詞匯和短語(yǔ)

undertake,analysis,obvious,within,agriculture,

gravity,curious,branch,debate

b.交際用語(yǔ)Learnthefollowingbyheart.

Practisedescribingpeopleanddebating

That’scorrect

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

2.Abilitygoals能力目標(biāo)

Enablestudentstotalkaboutscienceandscientists.

Helpthemlearntodescribepeopleandpractisedebating.

3.Learningabilitygoals學(xué)能目標(biāo)

LetSslearnhowtodebatebytalkingaboutwhich

branchisthemostimportantandusefultosociety.

Teachingimportantpoints教學(xué)重點(diǎn)

Learnthepatternsusedtodescribepeopleanddebating

Teachingdifficultpoints教學(xué)難點(diǎn)

Howtodescribepeopleandhowtodebate.

Teachingmethods教學(xué)方法

1.Listeningtothetape(individuals).

2.GroupworkDebating(cooperativelearning).

Teachingaids教具準(zhǔn)備

ataperecorder,aprojectorandacomputer

Teachingproceduresways過(guò)程與方式

StepIWarmingup

ShowthephotosofsomegreatpeopleonthePowerPoint.Askstudentswhethertheyknowwhotheyareandwhattheyarefamousfor.ThenshowthequotesonthePowerPoint.Askstudentstomatchthepictureswiththequotes.Thenhelpstudentstounderstandthequotes.

T:Welcomebcktoschool,boysandgirls!Gladtoseeyouagain.

Ss:Gladtoseeyou,Mr.…/Ms….

T:Howwasyourholiday?Haveyoumadeanynewfriends？HereIwillintroducesomefriendstoyou.Lookathim,whoishe?

ShowthepictureofAlbertEinsteintotheclass.

S1:AlbertEinstein,agreatscientist.

T:Whatisheknownfor?

S2:TheoryofRelativity.

T:Hereisabriefintroductionofhim.Pleaselookatthescreen.

ShowthefollowingsentenceonthePowerPoint.

Einsteincontributedmorethananyotherscientisttothemodernvisionofphysicalreality.Hisspecialandgeneraltheoriesofrelativityarestillregardedasthemostsatisfactorymodelofthelarge-scaleuniversethatwehave.

T:Ok.Herearesomepicturesoffamouspeopleandquotesfromthem.Pleasematchthepictureswiththequotes.Thisisgroupwork.Pleasediscusswithyourgroupmembers.Twominuteslaterwewillchecktheanswers.

Askthestudentstodiscusswiththeirgroupmembers.Twominuteslaterchecktheanswerswiththewholeclass.

SuggestedanswersareshownonthePowerPoint:

Nothinginthisworldistobefeared…onlyunderstood.(MariaCurie)

Geniusisonepercentinspirationandninetypercentperspiration.(ThomasAlvaEdison)

Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious.(AlfredNorthWhitehead)

Youcannotteachamananything；Youcanonlyhelphimfinditwithinhimself.(GalileoGalilei)

T:Ok.I’dlikeyoutoexplainthequotes.

S1:IamveryfamiliarwithEdison’sGeniusisonepercentinspirationandninetypercentperspiration.

T:Howdoyouunderstandit?

S1:Everyoneneedstoworkhardtosucceed.

T:Thanks.Pleaserememberifyouwanttobecomesuccessful,youneedtoworkhard.Hardworkleadstosuccess.

Introducetheotherquotesinthesameway.

Theexplanationofthequotes:

Imaginationismoreimportantthanknowledge....meansthatyoumayknoweverything,butifyoucan’tthinkupnewthoughts,noprogresswillbemade.

Nothinginthisworldistobefeared...onlyunderstood....Thisisastretchofanoldsaying:youonlyfeartheunknown.SoMariewasright,butstillnot.Shedidn’tunderstandradiationanddiedofcancerascauseofit,butstillwhenyoulearnthing,youlosethefear.

Geniusisonepercentinspirationandninetypercentperspiration....Thisisa“pun”,butalsoshowsthattalentandgeniusisnotallittakes,evenreallycleverpeopleneedtoWORKHARDtomakedreamscometrue

Ittakesaveryunusualmindtoundertaketheanalysisoftheobvious....Thisisagoodone.Ittakestwocontrastsobviousandunusualandthrowstogether:thatitneedsanunusualmindtobeabletoexplainwhatisobvious.Itdoesn’tSEEMtobethetruthandthisisanoxymoron,butverytrue.

Youcannotteachamananything;youcanonlyhelphimfinditwithinhimself....Unlessonehasdesiretolearnhimselfyoucannothelphim.Onlyifhehimselfhasinnerdesiretomoveaheadyoucanbeofsomehelptohim.Galileomayhavehadapointhere.Butitisaveryhumbleviewofateacher.

T:Doyouknowanyotherquotesaboutscienceandthinking?

S:Yes,Iknowsome.

Yousee,inlife,lotsofpeopleknowwhattodo,butfewpeopleactuallydowhattheyknow!

Knowingisnotenough,youmusttakeaction.—AnthonyRobbins

Actionisfoundationalkeytoallsuccess.—AnthonyRobbins

SuggestedanswerstoQ34.

3.SirIsaacNewton:

TheUniversalLawofGravitation

CharlesDarwin:

OntheOriginofSpecies

4.Hardwork,imagination,creativity,persistenceandcuriositymakescientists

successful.I’dliketolearnthestoriesofhowtheysucceeded.

StepIIListening

T:Aftertalkingaboutthescientists,wewilllistentothetape.

Pleasetrytojudgewhothefamousscientistsdescribed

onthetapeare.Andfinishtheexercises.

Afterlistening,checktheanswerswiththewholeclass.

Aftercheckingtheanswers,askstudentswhattheyareinterestedin.Theyarerequestedtowriteashortparagraphaboutwhattheywouldliketoinvent,discover,orbe.Theyaregivenfiveminutestofinishit.

T:WhatareyouinterestedinS1?

S1:I’minterestedinBiology.Iwanttobeabiologist.IwanttomakegooduseofGMtoproducemorefoodforpeople.

T:Goodidea.Thenwriteashortpassageaboutyourdreams.Youshouldfinishitwithin5minutes.

Fiveminuteslater,showseveralcopiesontheprojectorandcheckwiththewholeclass.

StepIIISpeaking

T:Boysandgirls,fromtheaboveexerciseIlearnthatyouareinterestedindifferentsubjects.NowI’dlikeyoutoplayagame.Nowyouwillbedividedinto5groupstorepresentabranchofscience.

ShowthefivebranchesBiology,Maths,Chemistry,PhysicsandComputerscienceonthePowerPoint.

T:Youaregoingtodebateeachothertoseewhichsubjectisthemostimportantandusefultosociety.Pleaserefertotheusefulexpressions.Whenyoudebate,pleasethinkofenoughreasons.Youmaydiscussinyourgroupforthreeminutes.

ShowtheusefulexpressionsonthePowerPoint.

That’scorrect.

That’strue.

Thereisnodoubtthat…

Itisclearthat…

Itishardtosay.

What’syouridea?

Idoubtthat…

Well,maybe,but…

Haveyouthoughtabout…?

StepⅣPractice

Threeminuteslater,thedebatebegins.Afterthedebate,theteacherwillsumup.

T:I’mgladyouhavedoneaverygoodjob.Ihavetoadmitallofyouareright.Everybranchofscienceisveryimportantanduseful.Ihopeinthefutureyouwillbegreatscientistsandmakecontributionstothedevelopmentoftheworld.

ThenaskstudentstodothetalkingonPage82.

T:Goodnewsforyou.Afamousscientistiscomingtovisitourschool.Wouldyouliketomeethim/her?

Ss:Yes.

T:Luckilyyouhavebeenchosentomeetandinterviewhimorher.

Ss:Whereisthescientist,whoisheorshe?

T:Thisisjustagame.Youaregoingtodopairwork.Imagineoneisthescientist,theotheristhestudent.Youaregiventhreeminutestodoit.ThenIwillasksomepairstoactitout.NowturnyourbookstoPage82anddothepairwork.

Threeminuteslater,thestudentsareaskedtoactouttheinterview.

T:Welldone.Manyofyouaresointerestedinscientists’stories.Afterclasspleasefindmoreinformationofyourfavouritescientists.

StepⅤHomework

FinishthelisteningexercisesonPage81.

Surfontheinternetorusethelibrarytofindmoreaboutscientists.

高二上人教版Unit4Agardenofpoems

extabout?
Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:
Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.
StepVIII.Post-listening
You’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.
1)Women
Ifyoukissher,youarenotagentleman
Ifyoudon’t,youarenotaman
Ifyoupraiseher,shethinksyouarelying
Ifyoudon’t,youaregoodfornothing
Ifyouagreetoallherlikes,sheisabusing
Ifyoudon’t,youarenotunderstanding
Ifyoumakeromance,youareanexperiencedman
Ifyoudon’t,youarehalfaman
Ifyouvisithertooopen,shethinksit’sboring
Ifyoudon’t,sheaccusesyouofdoublecrossing
Ifyouarewelldressed,shesaysyouareaplayboy
Ifyoudon’t,youareadullboy
….
“OLord,tellmewhattodo.AMEN”
2)AlwaysHaveaDream
Forgetaboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.
Homework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
課后記：
Period2Speaking
Teachingaims:
1.TalkingaboutpoemstoraisetheSs’interestinpoems.
2.MakingdialoguetoimprovetheSs’speakingability.
Teachingprocedures:
Step1GreetingLead-in
(Atthebeginningoftheclass,showtheSsapoem----twinkle,twinklelittlestar)
T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(Ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!
Step2Warming-up
T:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?
(WelcomesomeSstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)
Step3Speaking
1.T:ItseemsthatyouhavemasteredChinesepoemswell.
1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertousetheusefulexpressionslistedinyourbook.
Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行詩(shī)).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadn

sp;thisshortpassage,what’syourpointofviewaboutthedestiny(命運(yùn))ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4Ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscussionwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5Homework
Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot
課后記：
Period3Reading
TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
4.Tolearnabouttheadvantagesofreadingpoems.
Teachingprocedures:
Step1Warming-up
1.Checkthehomework.
2.AsksomeindividualstorecitesomepoemsinEnglish.
Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望廬山瀑布o(jì)nthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.
Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
1.①Poetryplayswithsounds,wordsandgrammar.
②Poetryisdifficulttowrite,butinterestingtoread.
③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne
Step4Careful-reading
Task1.ThemainideaofeachparagraphPara.1Thecharactersofpoetry.
Para.2AlookonChinesepoetry.
Para.3ThefirstperiodofModernEnglishpoetry.
Para.4ModernEnglishpoetryinthe19thcentury.
Para.5Whymodernpoetshavespecialattraction?
Para.6TheintroductionofEnglishpoetrytoChina.
Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.
Task2Atimeline
T:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!
Step4Post-reading
Task1
T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.
(After2minutes,checktheanswers)
Keys:1.A2.C3.B4.D5.C
Task2
T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?
Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.
------Poetryplayswithsounds,wordsandgrammar.Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.
------Englishpoetry’s
Para.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeats
Para.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.
------modern

oetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature
Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Task1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步詩(shī).)
Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
Step7Discussion
T:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.
Arepoemsgoodforourlife?Whatcanwegetfrompoems?
1.Poemsbringpassion(激情)toourlife.
2.Poemshelpustounderstandlife,virtues,beautyandromance…
3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!
Step8Homework
1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.
3.Getsomeinformationaboutfamouspoetsoninternetifpossible
ReferenceforTeaching
ONTHESEA
JohnKeats
Itkeepseternalwhisperingsaround
Desolateshores,andwithitsmightyswell
GlutstwicetenthousandCaverns,tillthespell
OfHecateleavesthemtheiroldshadowysound.
Often’tisinsuchgentletemperfound,
Thatscarcelywilltheverysmallestshell
Bemov’dfordaysfromwhereitsometimefell,
WhenlastthewindsofHeavenwereunbound.
Ohye!whohaveyoureye-ballsvex’dandtir’d,
FeastthemuponthewidenessoftheSea;
Ohye!whohaveyoureye-ballsvex’dandtir’d,
FeastthemuponthewidenessoftheSea;
Ohye!whoseearsaredinn’dwithuproarrude,
Orfedtoomuchwithcloyingmelody-
SityenearsomeoldCavern’sMouth,andbrood
Untilyestart,asifthesea-nymphsquir’d!
ASOLDIER
RobertFrost
Heisthatfallenlancethatliesashurled,
Thatliesunliftednow,comedew,comerust,
Butstillliespointedasitploughedthedust.
Ifwewhosightalongitroundtheworld,
Seenothingworthytohavebeenitsmark,
Itisbecauselikemenwelooktoonear,
Forgettingthatasfittedtothesphere,
Ourmissilesalwaysmaketooshortanarc.
Theyfall,theyripthegrass,theyintersect
Thecurveofearth,andstriking,breaktheirown;
Theymakeuscringeformetal-pointonstone.
Butthisweknow,theobstaclethatchecked
Andtrippedthebody,shotthespiriton
Furtherthantargetevershowedorshone.
TheIslesofGreece
GeorgeGordonByron
TheislesofGreece!theislesofGreece!
WhereburningSappholovedandsung,
Wheregrewtheartsofwarandpeace,--
WhereDelosroseandPhoebussprung!
Eternalsummergildsthemyet,
Butall,excepttheirsun,isset.
TheScianandtheTeianmuse,
Thehero’sharp,thelover’slute,
Havefoundthefameyourshoresrefuse;
Theirplaceofbirthaloneismute
Tosoundswhichechofurtherwest
Thanyoursires’"IslandsoftheBlest."
ThemountainslookonMarathon--
AndMarathonlooksonthesea;
Andmusingthereanhouralone,
Idream’dthatGreecemightyetbefree
For,standingonthePersians’grave,
Icouldnotdeemmyselfaslave.
哀希臘
拜倫
希臘群島呵，美麗的希臘群島！
火熱的薩弗在這里唱過(guò)戀歌；
在這里，戰(zhàn)爭(zhēng)與和平的藝術(shù)并興，
狄洛斯崛起，阿波羅躍出海面！
永恒的夏天還把海島鍍成金，
可是除了太陽(yáng)，一切已經(jīng)消沉。開奧的繆斯，蒂奧的繆斯，
那英雄的豎琴，戀人的琵琶，
原在你的岸上博得了聲譽(yù)，
而今在這發(fā)源地反倒喑??；
呵，那歌聲已遠(yuǎn)遠(yuǎn)向西流傳，
遠(yuǎn)超過(guò)你祖先的“海島樂園”。起伏的山巒望著馬拉松－
馬拉松望著茫茫的海波；
我獨(dú)自在那里冥想一刻鐘，
夢(mèng)想希臘仍舊自由而歡樂；
因?yàn)椋?dāng)我在波斯墓上站立，
我不能想象自己是個(gè)奴隸。
DonMclean–Vincent
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
3.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.
TeachingProcedures:
Step1Song
Askthestudentstolistenandlearntosingthesong
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:If

nbsp;twowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
S:Horseandmouse,schoolandfool…
NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.
Suggestedanswers:
mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-base
Step2Wordstudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers:
Suggestedanswers:
1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)
Step3Grammar
Showthetwosentencesonthescreen.
Thepastparticipleusedasadverbial.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.
1.一經(jīng)出版，他的作品就因不押韻而著名。
2．即使翻譯得再好，一經(jīng)翻譯，原作的一些精華就沒有了。
T:Canyouthinkofanotherwaytoexpresstheseideas?
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷為平地的那座城堡，再也沒有重建。
2.Inthesecondsentence,“l(fā)eftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一個(gè)荒涼的島上，為了生存下去，你會(huì)怎么辦呢？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Suggestedanswers:
1.AT2.AD3.AD4.AT
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
5.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbial.Let’shavearevisionandmakeacomparison.
1.共同點(diǎn):現(xiàn)在分詞和過(guò)去分詞在句中不能單獨(dú)作謂語(yǔ),但可作定語(yǔ),表語(yǔ),賓語(yǔ)補(bǔ)足語(yǔ),狀語(yǔ).
分詞作狀語(yǔ)時(shí),其邏輯主語(yǔ)是句子的主語(yǔ).如:
正確:Lookingfromthetopofthehill,wecanseethewholetown..
錯(cuò)誤:Beinganorphan,thevillagerstakegoodcareofthechild.
正確:Seenfromthehill,ourschoollooksmorebeautiful.
錯(cuò)誤:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同點(diǎn):現(xiàn)在分詞有時(shí)態(tài)和語(yǔ)態(tài)的變化;而過(guò)去分詞只有一種形式,現(xiàn)在分詞常表”主動(dòng)”和“進(jìn)行”;過(guò)去分詞的一般式常表“被動(dòng)”和“完成”.
式語(yǔ)態(tài)及物動(dòng)詞make的主動(dòng)語(yǔ)態(tài)及物動(dòng)詞make的被動(dòng)語(yǔ)態(tài)
不及物動(dòng)詞rise
現(xiàn)在分詞一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
過(guò)去分詞maderisen
3.易混淆點(diǎn):
a.分詞作伴隨狀語(yǔ)時(shí),若表”正在被……”的概念,常用過(guò)去分詞,而不用現(xiàn)在分詞的被動(dòng)式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.現(xiàn)在分詞的完成被動(dòng)式和過(guò)去分詞兩者都可表示“完成”和“被動(dòng)”,但前者更加強(qiáng)調(diào)分詞動(dòng)作明顯先于謂語(yǔ)動(dòng)作;而后者的時(shí)間性不強(qiáng).
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Step7Practice
“分詞”專項(xiàng)能力訓(xùn)練題
單項(xiàng)填空
1.What’sthelanguage_______inGermany?
A.speakingB.spokenC.bespokenD.tospeak
2.Hehadhisleg________inthematchyesterday?
A.tobreakB.brokenC.breakD.breaking
3.Itwassocoldthathekeptthefire_______allnight.
A.toburnB.burnC.burningD.burned
4.She’supstairs_________letters.
A.writesB.iswritingC.writeD.nbs,;,;,;writing
5.“Can’tyouread?”Marysaid________tothenotice.
A.angrilypointingB.andpointangrily
C.angrilypointedD.andangrilypointing
6.Thelecturewasso_________thattheywereall_________.
A.inspiring:excitingB.inspiring;excited
C.inspired;excitedD.inspired;exciting
7.Thewheatfieldsareirrigatedbywater_______fromapondthroughbamboopipes.
A.bringB.bringsC.broughtD.bringing
8.Thisisoneofthebooks________byhimnow.
A.tobewrittenB.beingwritten
C.havingbeenwrittenD.isbeenwritten
9.Thebook________belongstome.
A.whichlyingonthetableB.lyingonthetable
C.isonthetableD.layonthetable
10.Thepoorboylookedtotherightandtotheleft,_______wheretogo.
A.notknowingB.nottoknow
C.didn’tknowD.notbeingknown
11._________anythingabouttheaccident,hewenttoworkasusual.
A.NotknownB.Knownnot
C.KnowingnotD.NotKnowing
12.Thisnewssounds_________.
A.encouragingB.encouraged
C.encourageD.toencourage
13._________,thesubjectbelongstobiology.
A.StrictlyspokenB.Spokenstrictly
C.StrictlyspeakingD.Speakingstrictly
14.__________,theplayerstriedtheirbesttowinthegamefortheircountry.
A.GreatlyencouragedB.Havinggreatlyencouraged
C.Tobegreatlyencouraged.D.Greatlyencouraged
15.________thatmistakeonce,Ishallnotmakethesamemistakeagain.
A.MadeB.TomakeC.MakingD.Havingmade
16.---Willyougototheparty?
---OfcourseIwill_________.
A.ifinvitedB.ifhavinginvited
C.ifIwasinvitedD.ifIwillbeinvited
17._________achild,Elizabethenjoyedstudyingartandmusic.
A.ShewasB.WhenwasC.WhenbeingD.Being
18.Thebridge_________nowovertheChangjiangRiverwillbecompletedattheendofthisyear.
A.builtB.isbeingbuiltC.beingbuiltD.tobebuilt
19._________thattherewasanaccidentahead,thebusdriverchangedcourse.
A.WarningB.Havingwarned
C.TobewarnedD.Havingbeenwarned
20.ThevisitingMinisterexpressedhissatisfactionwiththetalks,________thathahadenjoyedhisstayhere.
A.havingaddedB.toaddC.adding.D.added
Suggestedanswers:
1---5BBCDA6---10BCBBA11---15DACAD16---20ADCDC
Homework
Finishthewordstudyandgrammarpartontheworkbook.
課后記：
Period5Integratingskills
Teachingaims:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively
4.TogetSsknowthegoodthatpoemsandsongsdotopeople.
5.Toappreciatesomesongsandpoemsandenjoythefeelingthatsongsandpoemsbringtoyou.
StepOneWarming-up
ReadtheLyricsandsingtothemusic.
Emilia-BigBigWorld
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*V1*
Icanseethefirstleafsfalling
It’sallyellowandnice
It’ssoverycoldoutside
LikethewayI’mfeelinginside
*Chorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*V2*
Outsideit’snoraining
Andtearsarefallingfrommyeyes
Whydidithavetohappen
Whydiditallhavetoend
*Chorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*V3*
Ihaveyourarmsaroundme
Warmlikefire
ButwhenIopenmyeyes......
Yourgone
*Chorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthingifuleaveme
ButIdodofeel
ThatItootoowill
Missumuch
Missumuch
*RepeatChorus*
I’mabigbiggirl
Inabigbigworld
It’snotabigbigthing
Ifuleaveme
ButIdo
FeelIwill
Missumuch
missumuch
Afterenjoythesong,asktheSswhatthesongabout?Doyoulikeit?Why?
Askthemtocomparesingingsongstoreadingpoems.
StepTwoPre-reading
Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.
StepThreeWhile-reading
Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.

.g.avoid,recite,extraordinary
StepFourPost-reading
Assessstudentsunderstandingbyaskingtheirafewquestions:
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?
StepFiveExerciseI
Brieflyintroduce"DustofSnow"byRobertFrost.
1.Listeningandreadingaloud
PlaytherecordingofRobertfrost’sDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.
2.Discussion
Discusshowmanycharactersareinvolvedinthepoem.
(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)
Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)
3.Analysis
Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?
4.Appreciation
Brainstormabouthowstudentsfeelatthebeginningofthepoem.
Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.
5.Practice
Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.
StepSixEnjoyyourselves
AsksomeSstosingthesong----Rightherewaiting
EnjoysomeotherEnglishsongsiftimepermits
Homework:
1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.
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高二上人教版Unit5TheBritishIsles

Ｉ.單元教學(xué)目標(biāo)

技能目標(biāo)Goals

TalkabouttheBritishIsles.

Practiceexpressingagreementanddisagreement

LearnaboutNounClauses(1)

Writeadescriptionofalandscape.

Ⅱ.目標(biāo)語(yǔ)言

功能句式

Practiseexpressingagreementanddisagreement.

Don’tyouthinkthat...?

Idon’tthinkthat’sright...

Idon’tthinkso.

Youmustbemistaken...

No,youarewrongthinkingabout...

I’mafraidyou’rewrong...?

Aren’tyouconfusing...?

I’mnotsosureaboutthat...

Surelyitmustbe...

Yes,youareright,but...

Ibelievethatyou’vegotitright.

Yes,Iagreewithyou.

Yes,Ithinkso

詞匯

1.四會(huì)詞匯

consist,state,powerful,advantage,narrow,

republic,form,mild,influence,basis,mountains,union,strength,generally,belief,cigarette,own,production,research,coast,foot,employ,bear,wild,westwards,approach

2.認(rèn)讀詞匯

Ireland,Frank,diversity,Wales,Atlantic,inland,Welsh,Scottish,Gaelic,prime,PierceBrosnan,DanielDefoe,Salisbury,cathedral,ClarendonPark,Wilton,Christchurch,namely,moist

3.詞組

consistof,bemadeupof,makethemostof,holdtogether,lieoff,atthepoint,runover

4.重點(diǎn)詞匯

consist,form,generally,own,research,,employ,bear,approach

語(yǔ)法

NounClauses(1):SubjectiveClause,ObjectiveClause,PredicativeClause,AppositiveClause

重點(diǎn)句子

Theythinkitisjustamatteroflookingatmapscarefullyandremembering...P34

TheGroupofEightconsistsoftheeightrichestcountriesintheworld.P34

TheideathatEnglandstandsforFishChips,thespeaker’sCornerandthe...p35

WithinGreatBritainformanyyearsnow,therehasbeenagrowingmovementtomakethemostofitsculturaldiversity...P35

ThelargestislandiscalledBritain,whichisseparatedfromFrancebytheEnglishChannel,whichareatonepoint...P35

TherearesixspokenlanguagesthatareconsideredtobenativetotheBritishIslesplus...P36

Thecathedralisfamousfortheheightofitstower,whichiswithoutdoubt...P39

Neitherofthemisverylarge,buttheybecomealargeriverwhenjoinedtogether...P39

III.教材分析與教材重組

1.教材分析

本單元以UK為話題，旨在通過(guò)單元教學(xué)，讓學(xué)生了解UK是代表：TheUnitedKingdomofGreatBritainandNorthernIreland大不列顛及北愛爾蘭聯(lián)合王國(guó)。讓學(xué)生了解UK的歷史、地理、文化和名勝古跡。同時(shí)讓學(xué)生掌握表示同意或不同意的交際用語(yǔ)。使學(xué)生通過(guò)本單元學(xué)習(xí)，能夠介紹某一地區(qū)的情況。

1.1WARMINGUP提供了四幅有關(guān)UK的圖片，讓學(xué)生用已有的知識(shí)和經(jīng)驗(yàn)討論所給圖片的名稱，并結(jié)合學(xué)生已有的知識(shí)談?wù)撚?guó)著名的城市、河流，及它的文化、藝術(shù)、建筑、生活等。

1.2LISTENING是關(guān)于上課時(shí)間表的聽力材料，難度中等。聽后與同伴合作設(shè)想自己理想的上課時(shí)間表，并向其描述自己的課程表。

1.3EAKISPNG根據(jù)材料，四人小組合作，談?wù)撚嘘P(guān)語(yǔ)言學(xué)習(xí)、地理學(xué)習(xí)和一些島嶼國(guó)家的發(fā)展，從而鍛煉學(xué)生的語(yǔ)言表達(dá)能力。

1.4PRE-READING是READING的熱身活動(dòng)。它要求采用與同學(xué)討論交流的方式談?wù)撚?guó)的歷史、地理、文化等。

1.5READING是一篇有關(guān)TheUKandIreland的歷史、地理、文化、名勝古跡等方面的文章。

1.6POST-READING第一個(gè)題要求學(xué)生根據(jù)所學(xué)內(nèi)容，將所給的與英國(guó)有關(guān)的地名，填入到英國(guó)地圖內(nèi)，進(jìn)一步鞏固所學(xué)內(nèi)容。第二題是設(shè)計(jì)從歐洲大陸游泳到英國(guó)去的最佳路線。第三題是描述英國(guó)的美麗風(fēng)光。第四題是設(shè)想一個(gè)在英國(guó)四周旅行的計(jì)劃。

1.7LANGUAGESTUDY分詞匯和語(yǔ)法兩部分。其中，WordStudy是根據(jù)語(yǔ)境在運(yùn)用中掌握詞匯。Grammar是關(guān)于名詞性從句，通過(guò)語(yǔ)法練習(xí)加以鞏固。

1.8INTEGRATINGSKILLS中的ReadingandWriting要求學(xué)生先讀,然后完成兩個(gè)任務(wù)型的作業(yè)。即：1.學(xué)生四人一組，描述由英國(guó)著名作家丹尼爾.笛福描寫的有關(guān)英國(guó)城市索爾茲伯里的一篇游記，主要圍繞英國(guó)城市索爾茲伯里的歷史、地理、文化、名勝古跡生活等進(jìn)行表述。2.學(xué)生四人一組，談?wù)撘粋€(gè)旅游勝地或家鄉(xiāng)，并就該地的歷史，地理等進(jìn)行介紹，最后寫成作文。

2.教材重組

2.1從話題內(nèi)容上分析，WARMINGUP與SPEAKING相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來(lái)說(shuō)，可將WARMINGUP，SPEAKING和Workbook中的TALKING整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語(yǔ)課”。

2.2將LISTENING和Workbook中的LISTENING整合在一起，設(shè)計(jì)成一節(jié)“聽力課”。

2.3可將PRE-READING,READING和POST-READING三個(gè)活動(dòng)整合在一起上一節(jié)“閱讀課（一）”。

2.4可將LANGUAGESTUDY與Workbook中的PRACTISING語(yǔ)法練習(xí)題整合在一起上一節(jié)“語(yǔ)法課”。

2.5可將INTEGRATINGSKILLS中ReadinginPart1,和Workbook中INTEGRATINGSKILLS的Reading整合起來(lái)上一節(jié)“閱讀課（二）（泛讀課）”。

2.6將INTEGRATINGSKILLS中的Writing和Workbook中INTEGRATINGSKILLS的Writing整合成一節(jié)“寫作課”。

3.課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用六課時(shí)教完）

1stperiod口語(yǔ)課

2ndperiod聽力課

3rdperiod閱讀課

4thperiod語(yǔ)法課

5thperiod泛讀課

6thperiod寫作課

Ⅳ.分課時(shí)教案

TheFirstPeriodSpeaking

Teachinggoals教學(xué)目標(biāo)

1.Targetlanguage目標(biāo)語(yǔ)言：

a.重點(diǎn)詞匯和短語(yǔ)consist，consistof，state，powerful，advantage

b.交際用語(yǔ)Expressingagreementanddisagreement

Don’tyouthinkthat...?

Idon’tthinkthat’sright...

Idon’tthinkso.

Youmustbemistaken...

No,youarewrongthinkingabout...

I’mafraidyou’rewrong...?

I’mnotsosureaboutthat...

Surelyitmustbe...

Yes,youareright,but...

Ibelievethatyou’vegotitright.

Yes,Iagreewithyou.

2.Abilitygoals能力目標(biāo)

EnablethestudentstotalkabouttheUKandIrelandinEnglishandexpressagreementanddisagreementaboutsomeopinions.

3.Learningabilitygoals學(xué)能目標(biāo)

Helpthestudentslearnhowtodescribeaplace.

Teachingimportantpoints教學(xué)重點(diǎn)

LetSslearntousethestructuresofexpressingagreementanddisagreement.

Teachingdifficultpoints教學(xué)難點(diǎn)

Howtodescribecitiesandcountries.

Teachingmethods教學(xué)方法

1.Lookingattothepictures(individuals).

2.Pairsworktodiscussandworkingroups.

(cooperativelearning).

Teachingaids教具準(zhǔn)備

1.Acomputer2.Aprojector

Teachingproceduresways教學(xué)過(guò)程與方式

StepIRevision

1.Checkupthehomeworkexercises.Callsomestudents

toreadouttheircompositionsaboutfamousscientists.

2.AsktheSswhattheyknowaboutBritain.Askabout

thecountries,thepeople,thecapital,thelanguagesspokenandsoon.Collecttheinformationontheblackboard.

StepIIWarmingup

Talkaboutthepictureswiththeteacher’shelp.

T:LookatthepicturesonPage33.EachofthemisapictureoftheUK.Doyouknowthenamesofthesepictures?Youcandiscussthefollowingquestionswith

yourpartner.

Qs:1.Doyouknowwherethepicturesaretaken?

2.WhatdoestheUKstandfor?

3.WhatistheUKfamousfor?

4.NamefiveimportantcitiesintheUKandIreland.

Discussion

Sa:IthinkPicture1andPicture2areabouttheRiver

Thames.

Sb:Iagree.Itlooksverybeautiful.Howabouttheotherpictures?

Sc:IthinkPicture3andPicture4areaboutBuckingham

Palace.

Sd:Ithinkso.